An Inquiry into the Concept of the Child as Social Actor Through Identifying Its Conceptual Constituents

Unlike the inferior view in the traditional approaches, the child, as an active subject, agent and even as a social actor, has received the attention of new approaches to the concept of childhood. However, despite this serious attention to childhood and children's actions, it is still possible that with the dominance of adult-oriented approaches, the new and abstract concept of "child as a social actor" may lead to incorrect and ambiguous interpretations of childhood and children's actions. In this research, with the method of conceptual analysis, which helps concepts to be returned to less abstract terms, we have identified the constituents of " child as a social actor" that those are introduced in two individual and social spheres. The first sphere, which refers to the child her/himself, involves the following constituents: 1) child’s perspective and voice, 2) child's social competencies, and 3) child’s social agency. The second sphere, which refers to the context of the child's life and environment, includes the following constituents: 1) arenas of child’s social action, 2) child’s citizenship, and 3) child/adult relationship.
 
Keyword’s: Child; Childhood; Child as social actor; child’s social and individual sphere; conceptual analysis
 
 
Introduction:
Traditional perspectives on the concepts of child and childhood often adopt a condescending view of the child. However, contemporary approaches redefine the child as an active subject, agent, and even a social actor. Recent child studies, critiquing reductionist biological and psychological paradigms, adopt an interdisciplinary and hybrid perspective. They position children not merely as potential agents or actors in the making, but as a distinct and significant category worthy of dedicated study. The concept of the "child as a social actor" is a novel construct within the field of social studies of children. This concept emphasizes that children transcend being passive subjects within social structures and processes; instead, they actively contribute to shaping their lives, influencing those around them, and impacting the communities in which they reside (James & Prout, 1997; 8). Nonetheless, the prevalence of adult-oriented approaches poses a risk of fostering incorrect and ambiguous interpretations of childhood and children's actions. Moreover, the introduction of new concepts into various fields involving children without proper analysis or understanding may generate challenges instead of facilitating improvements.
 
Method:
In this research, we employed the method of conceptual analysis to refine the abstraction inherent in the term "child as a social actor" (Coombs and Daniels, 2014: 44). This method aids in rendering terms less abstract, contributing to a clearer and less ambiguous understanding of the concept. Through this approach, we identified and analyzed the constituent elements of the "socially active child" following a comprehensive exploration of the theoretical background and an in-depth analysis of various perspectives.
 
Discussion:
The elements constituting the concept can be categorized and analyzed within two spheres: the individual and the social.
 

Individual Sphere:

   1) Children's Voices: The dominance of adults often suppresses the voices of children and adolescents, relegating them to a position of lesser recognition compared to caregivers, educators, community officials, and researchers (Bell, 2020: 200). Consequently, children are frequently shielded and controlled by adults. However, directing attention to the children's point of view and actively listening to their voices represents the initial step in understanding and accepting them as social actors. This, in turn, facilitates the provision of opportunities for social action by children.
   2) Children's Social Competence: Contrary to being a bestowed attribute, children's social competence is considered a practical achievement. It is an accomplishment shaped actively by children themselves, albeit within the confines of the structural characteristics of their living environment (Hutchby & Moran-Ellis, 1998: 16).
   3) Children's Social Agency: While occasionally equated with the broader concept of a child as a social actor, social agency represents the human capacity for action. Social activism is the external manifestation of these capacities in the field of action, where the social actor operates amidst various social structures. Agency, as defined, is the mediated sociocultural capacity for action (Moran-Ellis, 2013; 309). Childhood is akin to a world or structure in which children lead their lives (Qvortrup, 2009; 28), and their social agency empowers them to engage in social activism, becoming the creators and guides of their childhood structure.
 

Social Sphere:

   1) Fields of Social Action: These encompass policies and regulations that structure the institutionalized world of childhood. However, within these fields, the nature of children's relationships with each other and with adults, whether within the family or beyond, significantly shapes their experiences (Mayall, 2003; 116). The areas include family, peer group, school, and society, forming the backdrop of children's lives.
   2) Child Citizenship: Emerging as the developed form of the child as a social actor model, the concept of child citizenship underscores the child's entitlement to citizenship rights. This evolution stems from the discussion asserting that young children possess the right to participate in the public sphere (MacNaughton and Smith, 2016: 315).
   3) Child/Adult Relationship: Viewing children as social actors shifts the perspective from considering them as mere targets for adult actions or victims of social processes. This does not imply the exclusion of adults from the child's life; instead, it acknowledges the distinct coexistence of the child and the adult, both mutually necessary for each other's existence (Murris, 2017; 192).
 
Concluding Remarks:
Comprehending and accepting the child as a social actor may, on one hand, imply a return to functionalism, utilizing children's social activism as a means to achieve societal goals set by adults and those in power. On the other hand, it involves finding the rightful place for the child in society, actively hearing their voices, and creating opportunities for their social action. This approach can lead to the collaborative construction of a democratic society where the presence of children is integral. In essence, being a social actor or becoming one is not a uniform expectation for all children. It is contingent upon the environment, conditions, possibilities for action, and the acceptance provided by those around them. This nuanced perspective can contribute to the collaborative construction of a democratic society with the meaningful participation of children.